Philip Arthur Bence PhD Thesis - Research@StAndrews:FullText

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365 Stewart 5 Rahner 3 Barth 2 Bultmann 1 Fosdick 0.5 Other 2 520ne college indicated equal pluralities for the Episcopal and Congregational denominations; that college's responses are counted half for each of those churches. group together a large number of conservative colleges which either are free from any denominational tie or are associated with a small, relatively new denomination (sponsoring only one British college). Within this section's analysis, I group these as though they comprised one denomination, the 'Evangelicals'. In relation to each data line, I noted the denominations whose composite survey responses placed them on extremes. Next, I considered the relative position of the intermediate figures, noting whether they appear closest to one of the extremes, or to the midpoint between them. When I had done this for all the data lines, I looked for, in relation to each denomination, traits in the teaching of preaching where the data revealed significant patterns (themes where a denomination's lecturers' responses consistently placed them in similar positions relative to the other denominational groups, e.g., on the upper extreme. This would indicate at least the possibility of a denominational influence.) 85% of the Evangelical lecturers come from the Lloyd—Jones lecturer group. While it is true that half of the Baptist lecturers come from that same theologically conservative ilk, the Baptist group freely leaves the conservative camp at other points to be presented below. Thus, the data indicates a small but significant denominational influence here; Baptist lecturers (and preachers as taught by those lecturers) give greater attention to the Bible than their Evangelical counterparts. A similar effect is noted in the previous section. 'Related' college lecturers apparently give more attention to Scripture than independent college lecturers. There could be some correlation between these two Bible related patterns. All of the Evangelical colleges are also 'independent'. Three of seven Baptist colleges fall into the 'related' category. The remainder are independent. .--"'The two Baptist composite responses to question ten contradict the pattern set in other Baptist responses listed on table 79. 7The following table compares actual, and theologically predicted, means. Actual Predicted Baptist 3.0 3.3 Episcopal 3.7 3.7 Presbyterian 2.8 3.1 Evangelical 3.8 3.4 Of the six choices that question eight offered, only
366 one other (Preacher's maturity) had as large a divergence. The 'Presbyterian effect' probably relates to the correlation between Presbyterian colleges and the university setting. The Evangelicals, with a more rigid theology, fall naturally into a directive teaching style.
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AN ANALYSIS OF THE EFFECT OF CONTRA
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ABSTRACT This study examines the ef
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ACKNOWLEDGEMENTS I would like to of
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II. 'Objective'/'Subjective' Lectur
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CHAPTER ONE INTRODUCTION On any giv
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matches the order in which I undert
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theological or ecclesiastical group
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one of seven groups, in accordance
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enables a legitimate comparison. 3.
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11 thesis of the study, that a lect
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13 within the dissertation as a who
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15 Church required him to leave the
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17 If the problems of the people pr
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19 follows: "He [Jesus] is unique.
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21 within the "transient phrasings"
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23 (A discussion of Fosdick's thoug
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25 Emerson Fosdick. II. RUDOLF BULT
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27 where man reaches the perfection
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29 God's "salvation" 21 and "justif
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31 kerygma, which confronts me in m
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33 option of standing aloof. Having
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35 "analogical." Yet, "God's love a
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37 but particularly at this step, t
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39 Spirit. (The Trinity forms a cen
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41 become revelation. Human words,
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43 revelation has already taken pla
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45 to future revelation, both the W
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47 and to whom he preaches, the pre
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49 6. Avoid allegorizing. This lead
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51 the greatness and the pain of be
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53 harmoniously interact with his e
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55 realizes his own utter helplessn
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57 transforming message only in so
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59 faith and doubt within the Chris
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61 2. Experience of the Ultimate in
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63 writers of the New Testament ann
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65 . All the benefits of the death
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67 As the preacher proclaims God's
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69 message. The preacher knows the
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71 close of the nineteenth century,
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73 man who does not accept the Chri
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75 things that man has never done,
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77 Sovereign Work of the Holy Spiri
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79 theology, and church history." (
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81 ceased thinking like a physician
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83 "If human beings in their concre
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85 Universal revelation and histori
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87 Scripture gains its authority in
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89 moral principles." On the other
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91 Within this world of diverse set
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93 approximates a traditional 'cons
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95 The very heart of the atonement
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97 God had already redeemed them, r
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99 intervention of Jesus Christ, al
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101 II. SOURCE--INSPIRATION In what
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103 prophets and apostles." God sel
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105 recorded words of Scripture are
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107 Revelation is, therefore, the w
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109 agnosticism.""4 Yet his writing
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111 proper center, now offers great
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113 necessarily a forgiveness of pa
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115 And Bultmann repeatedly emphasi
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117 importantly, the life of Jesus
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119 continuum of purpose, Tillich s
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121 Because of his sinful nature, m
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123 While the basic message thus re
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125 more specifically, its preachin
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127 In Fosdick's mind, sermons spra
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129 God also revealed himself in Sc
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131 the Word of God changes the foc
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133 4. the "existential reception o
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135 A. HARRY EMERSON FOSDICK Harry
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137 anxieties, your efforts to cont
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139 Similarly, the objectivity of G
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141 Lordship destroys anxiety and b
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143 truth, but the human spokesman
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145 is not mere duty, but the excit
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147 describes the core of twentieth
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149 said, with varying degrees of e
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151 order to attempt his task, the
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153 A study of the twelve consensus
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155 entire theological education an
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157 theology does not preclude the
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159 Table 4.1 HF RB KB PT JS LJ KR
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161 'subjective'.) Before going on,
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163 preaching in academic instituti
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165 statements, as times change, re
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167 The 'objectivity' or 'subjectiv
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169 colleges. 'Non—herald' theolo
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171 relation to man's present possi
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173 to preach the truth. 2 Each gav
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175 consideration is also given to
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177 Evaluation: At its worst, teach
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179 D. RUDOLF BULTMANN Strength: Th
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181 FURTHER DISTINCTIVE Universal S
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CHAPTER FIVE ANALYSIS OF THE SURVEY
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185 question in terms of different
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187 Table 2 Lecture content relatin
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189 Table 5 The Bible 73.5% Himself
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191 Table 8 Colleges with an organi
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193 Table 9 Direct interaction curr
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195 theologian(s) with whom they id
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197 Table 16 Survey question 7--Def
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199 As stated above, chapter four p
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201 Fosdick as theologians with who
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203 presentation of the message (an
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205 lecturers more frequently ask t
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207 field of theology, or the broad
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209 complete statistical comparison
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211 Table 31 Survey question 9--Pre
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213 settings where the theology of
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215 content and interpretation (tab
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217 Another 'Stewart lecturer', tho
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219 32--'relevance'; 33--'classroom
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221 d. "Speaking which teaches and
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223 Survey question 12--Hermeneutic
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225 following composite picture of
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227 of lecturer groups remains in t
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229 lecturers state the preacher's
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231 relevance (to preaching) of the
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233 Table 42 Li PT JS KR Survey que
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235 Understanding the message may o
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237 division, it offers hypotheses
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239 Table 44 Survey question 8--Ran
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241 Table 52 Survey question 15--Ro
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others. 243 Survey question 12--Her
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245 offer any obvious institutional
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247 table 44; 10,46; and 9,49) appa
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249 tendencies (e.g., Bible, prayer
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251 Table 62 Episcopal (including,
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253 Table 65 Question 6--Hours give
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255 Table 73 Question 13.a.--Use of
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257 institutional and denominationa
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259 to congregational factors." Sta
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261 lecturer presentations (not ser
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263 Factors favoring lecturer openn
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CHAPTER SIX FURTHER CONSIDERATION A
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267 above, p. 221-35.) In a study o
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269 primary reason for this decline
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271 3. Preparation and Delivery of
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273 the personality through which t
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275 different one of this chapter's
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277 the source of preaching" (table
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279 kerygma answered the needs of c
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281 message is "all—important." Y
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283 still authorititative manner.'"
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285 congregation "must be confronte
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287 chosen by British lecturers in
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289 faith, it cannot be replaced. G
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291 existence. But this objective p
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293 Teachers," in his Theology_of C
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295 offers the possibility of what
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297 Christian preachers generally b
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299 have said that his tradition ca
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301 Implement to serve a definite i
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303 incarnation. First, preaching i
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305 A preacher separate from God do
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307 These statements, of course, do
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309 sources. Vital preaching emanat
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311 man is also helped to deepen hi
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313 general support to this premise
Page 324 and 325: CHAPTER ONE NOTES (p. 1-11) 1 Throu
Page 326 and 327: 317 course of thought were arrived
Page 328 and 329: 319 'Fosdick, "How I Prepare My Ser
Page 330 and 331: 321 '"Significance of the Historica
Page 332 and 333: 323 ' 1 Bultmann, "New Testament an
Page 334 and 335: 325 and Now," in Barth, God Here an
Page 336 and 337: 327 the existentialist's case mista
Page 338 and 339: 329 Theology of Culture. p. 211,12.
Page 340 and 341: 331 "Cf. "Since there is no revelat
Page 342 and 343: 333 The Gates of New Life. (Edinbur
Page 344 and 345: 335 VI. D. MARTYN LLOYD-JONES (p. 7
Page 346 and 347: 337 p. 118-20. "Ibid. p. 165-83. (C
Page 348 and 349: 339 2-Rohner, Foundations. p. 381.
Page 350 and 351: CHAPTER THREE NOTES INTRODUCTION (p
Page 352 and 353: 343 and Todd, 1978), P . 299. inahn
Page 354 and 355: 345 "Tillich, Systematic Theology.
Page 356 and 357: 347 "'Barth, Prayer and Preaching.
Page 358 and 359: 349 Fellowship, 1958), P. 13. "Lloy
Page 360 and 361: 351 1961), p . 8. Fosdick, "What Is
Page 362 and 363: CHAPTER FOUR NOTES (p. 146-81) 1 (T
Page 364 and 365: 355 Faith to Proclaim. p. 64; Lloyd
Page 366 and 367: 357 this chapter are theologically
Page 368 and 369: CHAPTER FIVE NOTES (p. 183-264) 1 S
Page 370 and 371: 361 revelation that God has given"
Page 372 and 373: 363 "By means of the homily the mys
Page 376 and 377: CHAPTER SIX NOTES (p. 265-314) 'Aga
Page 378 and 379: 369 God's Word. Tillich saw a host
Page 380 and 381: 371 from essence to existence resul
Page 382 and 383: 373 Testament," in Faith and Unders
Page 384 and 385: 375 ministry . . . must be nothing
Page 386 and 387: 377 to help students see God as the
Page 388 and 389: APPENDIX TWO A clearer picture of t
Page 390 and 391: APPENDIX THREE Number of Hours Devo
Page 392 and 393: APPENDIX FOUR BOOKS CURRENTLY REQUI
Page 394 and 395: 385 IP No GB No _US (1) Davis, H. G
Page 396 and 397: 387 St. Andrew Press. 1963. IP No _
Page 398 and 399: 389 Spurgeon. Charles. Lectures to
Page 400 and 401: APPENDIX FIVE PERSONS LECTURERS FEL
Page 402 and 403: 393 qualifications 9.6% Coding expl
Page 404 and 405: 395 context and story," "More empha
Page 406 and 407: BIBLIOGRAPHY FOSDICK PRIMARY SOURCE
Page 408 and 409: 399 Bernd Jaspert. Translated and e
Page 410 and 411: 401 St. Andrew Press, 1966. Karl Ba
Page 412 and 413: 403 The Protestant Era. Translated
Page 414 and 415: 405 LLOYD-JONES PRIMARY SOURCES Aut
Page 416: 407 Vorgrimler, Herbert. Understand
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